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교양영어 프로그램 다양화를 위한 온라인 영어 글쓰기 웹모듈 개발과 활용

Developing and implementing an on-line English writing web module program in order to diversify college English programs

정성희|강의선|이광진
한국영어교과교육학회 (The Korea English Education Society)|2014.08|영어교과교육 (Journal of the Korea English Education Society)|제13권 제3호|pp. 195-219|DOI 10.18649/jkees.2014.13.3.195

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참고문헌

키워드

이러닝E-learningEnglish writingblended learning영어 글쓰기혼합학습온라인 웹 학습도구온라인 학습 프로그램 개발 규준on-line web modulethe norms of developing e-learning program

초록

This study explores how to design and develop online English web module in order to diversify college English programs. The web module tended to be used as a blended learning method for college English programs at a university in Seoul. The norms of this module designed and implemented for the writing classes included: (1) authenticity, (2) practicality, (3) interactiveness, and (4) learner’s first language. The first norm of authenticity was applied for the web module to primarily represent authentic English writing classes. The second norm of practicality was used to reflect a convenient and easy access to the program from the users’ viewpoints. During the process of uploading the given assignments and providing the students with feedback on this web module, thirdly, students and teachers were expected to interact with each other. The fourth norm of learners’ first language was implemented for enhancing autonomous learning while developing their understanding about guidelines and tasks. Pedagogical implications of using this program for English writing classes were presented and further studies that would prove the effectiveness and impact on the learners’ achievement in English writing were suggested.

Abstract

This study explores how to design and develop online English web module in order to diversify college English programs. The web module tended to be used as a blended learning method for college English programs at a university in Seoul. The norms of this module designed and implemented for the writing classes included: (1) authenticity, (2) practicality, (3) interactiveness, and (4) learner’s first language. The first norm of authenticity was applied for the web module to primarily represent authentic English writing classes. The second norm of practicality was used to reflect a convenient and easy access to the program from the users’ viewpoints. During the process of uploading the given assignments and providing the students with feedback on this web module, thirdly, students and teachers were expected to interact with each other. The fourth norm of learners’ first language was implemented for enhancing autonomous learning while developing their understanding about guidelines and tasks. Pedagogical implications of using this program for English writing classes were presented and further studies that would prove the effectiveness and impact on the learners’ achievement in English writing were suggested.

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Students’ Reflection on Feedback in L2 Writing in Blended Learning윤서영한국멀티미디어언어교육학회 · 멀티미디어 언어교육2011 · 제14권 제2호The Perspectives and Effectiveness of Blended Learning in L2 Writing of Korean University Students윤서영, 이충현한국멀티미디어언어교육학회 · 멀티미디어 언어교육2010 · 제13권 제2호L2 Writing Instruction in Blended Learning for the Development of Fluency, Complexity, and Accuracy in Higher Education소리한국멀티미디어언어교육학회 · 멀티미디어 언어교육2015 · 제18권 제4호대학 교양영어수업에서의 블렌디드 러닝 활용방안: 프로젝트학습을 중심으로이연화외국학연구소 · 외국학연구2013 · 제25호온라인 영작문 수업에서 작문 연습에 중점을 둔 상호작용 활성화 방안조수근언어과학회 · 언어과학연구2013 · 제65호온라인 영작문 강의에서 상호작용을 활성화시키는 방안에 대한 연구김주혜, 이정화, 조수근한국현대언어학회 · 언어연구2010 · 제27권 제1호

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